Material Design & Development Week 5 Tomlinson’s Good Materials Describing Learners

Tomlinson’s Introduction What were the most important features to you?

Kinds of Language Learning Explicit  learners are aware of when and what they are learning Implicit  learners are not aware of when and what they are learning Declarative Knowledge  knowledge about the language system Procedural Knowledge  knowledge of how the language is used Explicit  learners are aware of when and what they are learning Implicit  learners are not aware of when and what they are learning Declarative Knowledge  knowledge about the language system Procedural Knowledge  knowledge of how the language is used Communicative competence is primarily achieved as a result of implicit, procedural learning.

What should the main objective of materials be?  To provide learners with meaningful experiences to use language and opportunities to reflect on these experiences.  Learners can be guided (inductively or deductively) to see explicit aspects of the target language before or after students use it.  To provide learners with meaningful experiences to use language and opportunities to reflect on these experiences.  Learners can be guided (inductively or deductively) to see explicit aspects of the target language before or after students use it.

16 Features of Good Materials What are they?

1. Materials should achieve impact

2. Materials should help learners to feel at ease  Lots of white space on the page  Relatable illustrations  balance Ss academic and emotional needs  materials seem helpful rather than test like  use active voice rather than passive  Relevant, concrete stories that connect to the Ss lives  Language should be inclusive  It’s the learner’s language, too! (Materials shouldn’t demean Ss)  Lots of white space on the page  Relatable illustrations  balance Ss academic and emotional needs  materials seem helpful rather than test like  use active voice rather than passive  Relevant, concrete stories that connect to the Ss lives  Language should be inclusive  It’s the learner’s language, too! (Materials shouldn’t demean Ss)

Build rapport by sharing aspects of yourself

3. Materials should help learners develop confidence  Challenge level (i+1).  Staging and task sequencing  Removing scaffolding and support language  Success builds success and success = confidence  Challenge level (i+1).  Staging and task sequencing  Removing scaffolding and support language  Success builds success and success = confidence

4. What is being taught should be perceived as relevant and useful  Find out what your Ss like and want to learn through needs analysis  Make task and activities “real” & “meaningful”  Allow for Ss personalization of learning  Use games, contest and competitions to create materials that have the perception of relevance  Find out what your Ss like and want to learn through needs analysis  Make task and activities “real” & “meaningful”  Allow for Ss personalization of learning  Use games, contest and competitions to create materials that have the perception of relevance

5. Materials should facilitate learner self-investment and discovery  Learning situations are often implicit  Inductive methods are used  Learner-centered, task-based  Ss-Ss collaboration & peer learning maximized  Teacher Talk Time (TTT) minimized  Teacher’s don’t teach; they facilitate student learning  Learning situations are often implicit  Inductive methods are used  Learner-centered, task-based  Ss-Ss collaboration & peer learning maximized  Teacher Talk Time (TTT) minimized  Teacher’s don’t teach; they facilitate student learning

 Classroom that facilitate learner self- investment and discovery often look like this.  Where’s the teacher?  Present, but not directly involved.

6. Learners must be ready to acquire the points being taught  Materials are developed so Ts can easily do initial and ongoing assessment  Materials are created with the understanding that Ss learn at different rates; not all are ready to acquire what is being taught  Developmental sequence is taken into account  Materials are developed so Ts can easily do initial and ongoing assessment  Materials are created with the understanding that Ss learn at different rates; not all are ready to acquire what is being taught  Developmental sequence is taken into account

Developmental Sequence  The normal sequence in which children learn different skills, usually becoming progressively more accurate or complex with time.  Developmental sequence for L2 learners is very similar to the developmental sequence for L1 learners of English.  The normal sequence in which children learn different skills, usually becoming progressively more accurate or complex with time.  Developmental sequence for L2 learners is very similar to the developmental sequence for L1 learners of English.

7. Materials should expose the learners to language in authentic use  Authentic Input: listening and reading texts created by native speakers for native speakers (reading letters)  Authentic Output: Tasks and activities that have a real context of use (writing a letter)  Authentic Input: listening and reading texts created by native speakers for native speakers (reading letters)  Authentic Output: Tasks and activities that have a real context of use (writing a letter)

8. Learner’s attention should be drawn to the linguistic features of the input  Materials help Ss to notice what they know/don’t know  Introduce key points again and again to assure Ss notice and acquire  Draw Ss attention to features of input  Schema activation  Materials help Ss to notice what they know/don’t know  Introduce key points again and again to assure Ss notice and acquire  Draw Ss attention to features of input  Schema activation

Enhanced Input  Jane plan s to marry Tom.  She like s Tom, but Tom does n’t like her.  Tom always run s when he see s her.  She catch es Tom.  Tom fall s in love.  It end s happily.  Jane plan s to marry Tom.  She like s Tom, but Tom does n’t like her.  Tom always run s when he see s her.  She catch es Tom.  Tom fall s in love.  It end s happily. What do I want my Ss to notice? How is their attention drawn to the input?

Schema Theory & Schema Activation  schema activation - preparing Ss to learn new concept or vocabulary  People use schemata to organize knowledge and provide a framework for future understanding.  The brain works like a computer with folders and files  schema activation - preparing Ss to learn new concept or vocabulary  People use schemata to organize knowledge and provide a framework for future understanding.  The brain works like a computer with folders and files

Preparing Ss to learn new vocabulary and concepts

9. Materials should provided opportunities to use the TL for communicative purposes  Information and opinion gaps  Survey  Mingle activities

10. Materials should take into account that the positive effects of instruction are usually delayed  Give students multiple chances to use previously taught language and structures  Peer learning – let students teach each other  Extensive reading  This goes beyond lesson planning = unit planning  Give students multiple chances to use previously taught language and structures  Peer learning – let students teach each other  Extensive reading  This goes beyond lesson planning = unit planning

11. Materials should take into account that learners have different learning styles This will be discussed in detail later in the lesson.

12. Materials should take into account that learners differ in affective attitude (motives, emotions..)  provide choice of texts, activities  provide optional extras for highly motivated learners  include opportunities for Ss to talk about English  be aware of the cultural sensitivity of your learners  Connect classroom topics to Ss own lives  provide roles for reluctant learners who do not want to participate in group work  provide choice of texts, activities  provide optional extras for highly motivated learners  include opportunities for Ss to talk about English  be aware of the cultural sensitivity of your learners  Connect classroom topics to Ss own lives  provide roles for reluctant learners who do not want to participate in group work

13. Materials should permit a silent period at the beginning of instruction  Input before output  Peer learning (in TL or L1 to learn TL)  Use TPR (Total Physical Response)  Respond to Qs by using visuals  Input before output  Peer learning (in TL or L1 to learn TL)  Use TPR (Total Physical Response)  Respond to Qs by using visuals

14. Materials should maximize learning potential Left Brain  uses logic  detail oriented  facts  words  language Left Brain  uses logic  detail oriented  facts  words  language Right Brain  uses feelings  "big picture" oriented  imagination  symbols  images

15. Materials should not rely too much on controlled practice  Opportunities for meaningful use  Remove scaffolding/support and students progress  Allow personalization and creativity  Opportunities for meaningful use  Remove scaffolding/support and students progress  Allow personalization and creativity

16. Materials should provide opportunities for outcome feedback  If a student who wasn’t successful communicating is more likely to gain from a teacher’s feedback than a student whose language is just corrected by the teacher

How Do Learners Differ?  Age  Aptitude  Learning Styles  Language Levels  Individual Variations (NLP-VAKOG, Multiple Intelligence)  Motivation  Age  Aptitude  Learning Styles  Language Levels  Individual Variations (NLP-VAKOG, Multiple Intelligence)  Motivation

Get into groups based on the age you want to teach:  How does your age differ from other age groups?  (young children, older children, adolescents and adults)

Neuro-linguistic Programming (NLP)  What does the acronym: VAKOG mean?  V = visual  A = auditory  K = kinesthetic  O = olfactory  G = gustatory

 This theory states that although we use all of these systems to experience the world, we tend to have one “ preferred primary system ”.  What does this mean?

Theory of Multiple Intelligences (MI)  Introduced by Harvard psychologist Howard Gardner in  As humans we do not possess a single intelligence, but a range.  He listed seven intelligences (8th one in 1999).  All people have these intelligences but in each person one (or more) of them is more pronounced.

 Most people can develop each intelligence to an adequate level.  Intelligences usually work together in complex ways - Gardner points out that the intelligences are always interacting with each other.

 There are many ways to be intelligent within each category  A person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary.  Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates something.

The Intelligences 1.Linguistic 2.Logical/Mathematical 3.Spatial 4.Musical 5.Kinesthetic 6.Interpersonal 7.Intrapersonal 8.Naturalist

Page 156 TYPELIKES TOIS GOOD ATLEARNS BEST Linguistic Learner (“word player”) Read, write, tell storiesMemorizing names, places, dates, problem solving Saying, hearing, and seeing words Logical/Mathematical Learner (“questioner”) Do experiments, figure things out, work with numbers, ask questions Math, reasoning, logic and problem solving Categorizing, classifying, working with abstract patterns Spatial Learner (“visualizer”) Draw, build, design & create things, look at pictures, daydream, watch movies, play with machines Imagining things, sensing changes, mazes/puzzles, reading maps, charts Visualizing, dreaming, working with colours and pictures Musical Learner (“music lover”) Sing, hum, listen to music, play an instrument, respond to music Picking up sounds, remembering melodies, noticing pitches/rhythms, keeping time Rhythm, melody, music Bodily/Kinesthetic Learner Move around, touch and talk, use body language Physical activities (sport, dancing, acting) Touching, moving, interacting with space, body sensations Interpersonal Learner (“socializer”) Have lots of friends, talk to people, join groups Understanding people, leading others, organizing, communicating, mediating Sharing, comparing, relating, cooperating, interviewing Intrapersonal Learner Work alone, pursue own interests Understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals, being original Working alone, individual projects, self-paced instructions, having own space

Discussion Questions:  Is it important for teachers to have the same kind of multiple intelligence configuration as their students?  Should we incorporate our students’ intelligence areas and learning styles when we plan our classes? Why/why not? How?

Motivation  What is “motivation”? “Some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer, 2001)  What are the two kinds of motivation?  Intrinsic  Extrinsic What are some examples of each?

Discussion Questions  Why is it important to motivate our students?  How can we keep our students motivated to learn?

MULTIPLE INTELLIGENCES TEST 1.Where does your true intelligence lie? 2.This quiz will tell you where you stand and what to do about it. 3.Read each statement. 4.If it expresses some characteristic of yours and sounds true for the most part, jot down a "T." 5.If it doesn't, mark an "F." 6.If the statement is sometimes true, sometimes false, leave it blank.

1. _____ I'd rather draw a map than give someone verbal directions. 2. _____ I can play (or used to play) a musical instrument. 3. _____ I can associate music with my moods. 4. _____ I can add or multiply in my head. 5. _____ I like to work with calculators and computers. 6. _____ I pick up new dance steps fast. 7. _____ It's easy for me to say what I think in an argument or debate. 8. _____ I enjoy a good lecture, speech or sermon. 9. _____ I always know north from south no matter where I am. 10. _____ Life seems empty without music. 11. _____ I always understand the directions that come with new appliances. 12. _____ I like to work puzzles and play games. 13. _____ Learning to ride a bike (or skates) was easy. 14. _____ I am irritated when I hear an argument that sounds illogical. 15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than others. 17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm alone. 24. _____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me.

Scoring the MI test  Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. A. Linguistic = 7, 8, 14, 18, 25 B. Logical-Mathematical = 4, 5, 12, 16, 21 C. Musical = 2, 3, 10, 20, 23 D. Spatial = 1, 9, 11, 19, 22 E. Bodily-Kinesthetic = 6, 13, 15, 17, 24 F. Intra-personal = 26, 28 G. Inter-personal = 27, 29, 30  Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. A. Linguistic = 7, 8, 14, 18, 25 B. Logical-Mathematical = 4, 5, 12, 16, 21 C. Musical = 2, 3, 10, 20, 23 D. Spatial = 1, 9, 11, 19, 22 E. Bodily-Kinesthetic = 6, 13, 15, 17, 24 F. Intra-personal = 26, 28 G. Inter-personal = 27, 29, 30

The Lead VAKT Test: Read and Imagine p.157 Follow each instruction in your mind and give yourself a mark: 0=impossible1=difficult 2=okay 3=easy SEE a kangaroo SEE your front door SEE your toothbrush SEE a friend’s face SEE a plate of food SEE a TV show… WATCH the TV scene change HEAR a song HEAR rain HEAR a fire alarm HEAR a friend’s voice HEAR your own voice HEAR birds singing… HEAR the birdsong change to a call of alarm FEEL excited FEEL yourself swimming FEEL grass under your feet FEEL a cat on your lap FEEL hot FEEL your fingers on a piano keyboard FEEL your fingers playing a few notes

Add up your scores for each sense: SEE ____HEAR ____FEEL ____ Does the highest score correspond with what you think your preferred lead system is? How did you do when it came to changing the scenes slightly in the last one of each section? “The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)

Small group activity  Please get into groups of three or four people.  In your group: Come up with an activity for each learning style ( VAKT ) for the topic given to your group.